Once you have a text/texts (either open to include in your lesson or copyrighted that you can cite/reference in your lesson), the next step is to develop a coherent set of activities that helps your students explore the text’s many layers of meaning, and assessment tools that articulate FLLITE principles and practices. The FLLITE Project provides a multitude of resources for guiding instructors, both novice and seasoned, in creating successful FLLITE lessons. You can find these on the FLLITE Resources page under the How-To rubric and exemplified in the Example Lessons provided under that rubric.
Download the author template at this link: https://goo.gl/6pLdZZ
An example of pedagogical sequencing:
A successful FLLITE lesson should help students to uncover textual and cultural patterns in order to interpret meaning, and inspire students to create their own L2 texts based on the categories of literary play explored in the lesson. The lessons in Le Littéraire dans le quotidien use the following inductive sequence of pedagogical acts to accomplish these goals…
Reading (pp. 12-13 in Teacher’s Guide)
- Preparation: Background information on the author, text and genre, plus a predicting question or activity based on the given information in order to orient students towards imaging the world view or mental landscape of the writer and text.
- First Reading: Grappling with form-meaning connections in the text to arrive at an initial understanding of the content.
- Taking a Closer Look: Activities pertaining to the text’s linguistic, stylistic and genre-based features, especially dimensions that involve categories of literary play, that potentially challenge the students’ comprehension of the text attained from the first reading. The goal in this step is to foster development of a more evidence-based and nuanced understanding of the text.
- Going Further Still: Supplemental cultural or textual information that allows the students and the instructor to take interpretation and comprehension to yet a further degree and to begin a shift in focus to writing.
Writing (p. 14 in Teacher’s Guide)
- Genre: Identification of the genre
- Writing Assignment: The assignment description
- Preparation: Additional explanations of genre conventions, discourse-level grammar, functional language or cultural information needed for the assignment
- Peer-editing activities: These activities utilize the same criteria for assessing writing as will be included in the Performance Rubric used by the instructor for grading.
For more information on creating FLLITE lessons, see the webinar and documents listed on the FLLITE Resources page (under the How-To rubric), under the headings, Pedagogical Acts and Assessment.